Sheddingdean Community Primary School

Sheddingdean Community Primary School

Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School Life at Sheddingdean Community Primary School
Ofsted 2011: "Parents and carers are very supportive of the school and one parent's comments sums up the views of others"
"The children are known as individuals and their educational needs are quickly identified and catered for."
"We view education as a partnership between home and school, a continuous process. We aim to involve parents/carers closely throughout the child's whole time at school."

Notices:

          Scopay

 

 

 

 

 

 

 

 

 

 

 

 

 Welcome to Sheddingdean Community Primary School

 

 

Teachers plan exciting lessons that capture the imagination of pupils.

 

The headteacher and the senior team have high aspirations for the school. This ambition is shared by governors and staff who can clearly articulate the ‘journey of improvement’ that is driving the school forward.

 

Pupil’s spiritual, moral, social and cultural development is promoted well through lessons and assemblies. Work in books shows that they are taught about different cultures and religions. Because of this, pupils display a developing sense of the wider community, as well as respect for the differences of others, and are prepared well for life in modern Britain.

 

The school’s exciting curriculum, combined with systematic teaching of basic concepts such as grammar and phonics, has resulted in improved progress in English.

 

Teachers value the contribution that pupils make to lessons. They use questions skilfully to engage pupils and encourage discussion.

 

Other adults make positive contributions to the learning of individuals and small groups.

 

Pupils respond well to the written and oral feedback given to them by their teachers. This helps to extend pupils’ thinking and clarify any misconceptions they may have.

 

The entire staff team is committed to ensuring that the school is a happy place for pupils.

 

Pupils exhibit a high degree of respect for each other, seeking out opportunities to be kind and caring. They are polite and follow instructions quickly and sensibly.

 

The values of the school, ‘reflective, resourceful, reciprocal and resilient’, are well embedded in the school’s culture and regularly referred to in assemblies and lessons.

 

Pupils work hard in lessons and listen attentively to each other and to their teachers.

 

Pupils’ achievement across the school has improved since the last inspection because of leaders’ aspirations and determination to secure good teaching across the school.

 

In the Early Years, adults support children well by listening to responses and asking questions that extend thinking, using appropriate vocabulary to support learning.

 

Pupils enjoy reading. They use the skills that they have been taught to tackle books from a wide range of authors. They talk with insight and understanding about the stories that they read.

 

Disadvantaged pupils make good progress across the curriculum because they are given the right levels of support and challenge that they need to catch up.